Browsing by Subject "School of Nursing"
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Item Answering the Defining Questions for the AHC Strategic Planning Process: Response from the School of Nursing(University of Minnesota, 2000-04-17) University of Minnesota. School of NursingItem Cost Construction Study: Nursing and Pharmacy(University of Minnesota, 1983-03) University of Minnesota. Health Sciences CenterItem Disparities in Nursing Staffing in Nursing Homes(2011-04-13) Larson, ReedThere are published reports of racial/ethnic disparities in nursing home (NH) resident health outcomes and quality of care. NH staffing (registered nurses, licensed practical nurses, and certified nursing assistants) is thought to be related to these outcomes. Information is lacking about disparities in NH staffing. The purpose of my study was to assess the relationship between NH staffing and the racial/ethnic composition of NHs (n=446), NH location and the socioeconomic status (SES) of the NH community. Data were from 3 large data sets from 2000-2002: Minimum Data Set for resident demographics (n=111,533), Online Survey, Certification, and Reporting for NH staffing, and US Census for community data. Correlations using registered nurse (RN) staffing in hours per resident per day (hrd) significant at p<.05 level are presented. RN staffing (.08 (. 08) hrd) (mean (sd)) were negatively associated with the % of Blacks in NHs (9.13 (15.7), r= -.15), community poverty level of 50-99% (.07 (.05) r=-0.12), and % working class of the community (64.4 (11.0) r=-.15). There were positive associations between RN hrd and % whites in NHs (87.5 (17.4) r=.14), proportion of census tracts in an urban location (.51 (.49) r=.11), and median household income of the community ($39,116 ($15,402) r=0.2). In conclusion, knowledge of RN staffing in NHs can guide efforts to reduce disparities and improve resident health outcomes.Item The effect of care-recipient behavioral and psychological symptoms of dementia and mood on caregiver stress(2017) Martin, Wendy;Alzheimer’s disease is a chronic illness that significantly affects cognitive function, and cannot be cured. Caregivers of those with Alzheimer’s disease face significant amounts of stress related to caregiving. While some research exists to explore the relationship between cognitive function of the care-recipient and stress of the caregiver, there is a gap concerning the relationships between care-recipient moods, care-recipient behavioral and psychological symptoms of dementia (BPSD), and caregiver stress. The purpose of this secondary analysis was to explore these relationships, guided by the Roy Adaptation Model of Nursing. In this study, 47 caregivers completed two assessments: the Alzheimer’s Disease Mood Scale (AMS) and the Neuropsychiatric Inventory Questionnaire (NPI-Q). AMS addresses care-recipient moods, while NPI-Q addresses care-recipient behaviors and the resultant caregiver stress. Univariate correlations and multivariate regressions were used for analyses. The results of this study indicate that care-recipient hostility (ρ=.35, p≤0.05), sadness (ρ=.54, p≤0.05), contentment (ρ=-.43, p≤0.05), BPSD prevalence (r=.78, p≤0.05) and BPSD severity (r=.84, p≤0.05) are related to caregiver stress. Additionally, certain care-recipient moods have significant relationships with BPSD prevalence (hostility: r= 0.54, p<0.0001) and BPSD severity (sadness: r=0.48, p= 0.008; contentment: r= -0.58, p< 0.001). Further research is needed to better analyze the individual effects of care-recipient moods and BPSD on caregiver stress, as the variables are closely related and require more thorough assessment.Item ¡Encuentro! A Healthy Youth Development Project Adolescent Contraceptive Use: Perspectives of Local Latina Youth(2011-04-13) Rosas-Lee, MairaIn the United States and in Minnesota, Latina youth have the highest rates of teen pregnancy and birth of all major racial/ethnic groups. Latina girls are also less likely to use contraception than their non-Latina peers. Thus, it is imperative to develop pregnancy prevention programs tailored to Latina youth and their social and cultural contexts. As part of the ¡Encuentro! study, conducted with funds from the CDC, the purpose of this research is to examine influences on Latina teens’ decisions around contraceptive use, using data from focus groups conducted with Twin Cities Latina youth ages 14-22. This poster presents preliminary findings, from analysis of data from two female focus groups. Preliminary findings suggest cultural, social and individual-level influences on local Latinas decisions related to contraceptive use.Item Factors influencing faculty participation in internationalization at the University of Minnesota's schools of nursing and public health: a case study(2013-05) Beatty, Matthew R.The internationalization of higher education is no longer a desirable academic ideal. Rather, it is an essential component for higher education. In the era of globalization, colleges and universities are deploying widespread initiatives to infuse a global dimension into their teaching, research and service functions. Faculty play an important role in advancing strategic international agendas, yet little work has been published around their involvement, benefits and rationales to support the internationalization of higher education. The purpose of this study is to examine factors influencing faculty participation in internationalization at the University of Minnesota - Twin Cities. In particular, the researcher studies the views of faculty members from the University of Minnesota's Schools of Nursing and Public Health. Factors identified during the literature review were included throughout the design of this study.Within the case study, a mixed methods sequential explanatory research design is conducted. The design includes an Internet survey and interviews. Responses to the survey are examined using descriptive and inferential analyses. Individual interviews are also conducted to seek elaboration and alignment from survey responses while revealing additional information.The findings indicate that the nature of faculty participation in internationalization varies between schools, gender and appointment types. For example, faculty members from the Schools of Nursing tend to participate in activities more closely associated with internationalizing the curriculum while faculty in the School of Public Health participate more readily in teaching and research activities occurring outside of the classroom. In addition, there are statistically significant differences in the nature of activities which male and female faculty members participate in with respect to internationalization. For example, a statistically significant higher proportion of males conduct research outside of the United States. Conversely, a statistically significant higher proportion of females teach courses that include strategies for students to improve their intercultural skills. Furthermore, tenured faculty members demonstrate a higher percentage of participation in 16 of the 18 internationalization activities when compared to non-tenured faculty. The willingness to participate in internationalization activities is influenced by factors relating to the University's commitment to internationalize, institutional leadership and organizational practices. Key organizational factors that support faculty participation in internationalization include hiring practices, opportunities to internationalize the curriculum and institutional partnerships. Personal and professional agendas also affect the participation of faculty to in internationalization. Overall, participants feel internationalization is a higher priority for the University than for their individual departments and divisions. Many participants report a desire to participate in internationalization activities, however, factors related to institutional planning, promotion and tenure policies, and insufficient resources restrict widespread participation among faculty. Furthermore, the lack of implicit roles and responsibilities cause uncertainty for faculty at the operational level. Results from the current study support the limited research previously conducted on faculty engagement and development in internationalization. Additionally, they emphasize the importance of effective institutional strategic planning to accomplish comprehensive internationalization. As institutions continue to expand their international reach, this case study carries important implications about institutional and individual factors affecting faculty participation in international activities. At the same time, the researcher presents practical suggestions to remove institutional barriers and improve organizational structures, with the goal of ultimately generating greater participation among faculty in internationalization.Item FY07 Strategic Investments and Central Allocations: School of Nursing(University of Minnesota, 2006) University of Minnesota. Office of the Senior Vice President for Health SciencesItem Gender Differences in Tobacco Cessation Education(2012-04-18) Beukema, RachelCigarette smoking continues to be the leading cause of preventable morbidity and mortality in the United States, causing approximately 443,000 premature deaths annually. Attitudes for smoking and reasons for continuing to smoke differ between males and females. Gender-‐specific variables related to smoking were compared for differences to be applied toward tailoring prevention and cessation programs. Variables included stress factors, nicotine addiction, weight control, social support systems, and development. The studies we reviewed showed that women tend to be more social smokers, start smoking younger, and use smoking to control weight more than men. Men tend to smoke more on average and have greater physiological addiction. In addition to attitudes and reasons for smoking between the genders, males and females also have different learning styles. We show that men tend to think more linear-‐sequentially, are deductive reasoning, and learn more through visualization. Strategies for helping each gender group with smoking cessation can be based off of their different reasons for smoking combined with their preferred learning style.Item Implementation of a Fall Prevention Program in Nursing Homes: Facilitators and Barriers(2012-04-18) Krzmarzick, AnnaFalls in nursing homes are a serious health problem and the consequences of falling can have far-reaching effects on the health and independence of older adults. There is evidence that exercise and balance training can reduce an older adult’s risk for falls. The purpose of this project is to identify the barriers and facilitators that may impact the success in implementing a balance and exercise program for nursing home residents in a nursing home with the intent to reduce the prevalence of falls. This program, Fit4Life, was funded under the Minnesota Performance-Incentive Based Payment Program (PIPP). As part of an evaluation of the PIPP program, interviews were completed with staff in 15 nursing homes about their program. The type of staff interviewed were project leaders, Directors of Nursing and administrators, RNs, CNAs, activities and therapy staff, quality improvement and clinical coordinators, exercise technicians and case managers. Thirty-eight (38) interview transcripts were reviewed to identify the barriers and facilitators to implementing the program. The responses to these questions were then coded by identifying themes of barriers and facilitators and the results were quantified. The results indicate that buy in from staff, families, and residents are both a strong facilitator and barrier. Other effective strategies for facilitation were clear and consistent communication, strong leadership that fosters open dialogue between staff members, interdisciplinary teamwork and seeing positive results. A few of the most common challenges were time constraints, the health of residents, resources including staff, space and equipment, and communication. The results of this study suggest that there are a number of essential strategies that nursing homes can focus on to increase the effectiveness of a fall prevention program and to decrease the challenges that occur during implementation.Item Interview with A. Marilyn Sime(University of Minnesota, 2010-04-15) Tobbell, Dominique A.; Sime, A. MarilynA. Marilyn Sime begins by discussing her background, including her education. She discusses her experiences as a baccalaureate student at the University of Minnesota; working as a nurse at the University Hospital in the late 1950s; working as a nurse in Minot, ND, in the 1950s; her experiences as an instructor at the University of Minnesota; teaching in the baccalaureate program; and her doctoral research. She compares her responsibilities at the different places she worked, particularly Minot and the University Hospital. She describes nursing curriculum changes in the 1960s; technologies she interacted with in the critical care unit; how physicians treated nurses; the efforts of the School of Nursing to secure funding for building Unit F; the concern in the 1960s over the shortage of health care workers; challenge exams for RNs in the 1970s; the Boston University School of Nursing; the rural nursing program at the University of Minnesota; and the Block Nurse Program at the University of Minnesota. She discusses team nursing; faculty organization issues and discontent with Edna Fritz’s leadership; the effects of the School of Nursing being part of the College of Medical Sciences in the 1960s and the changes with the reorganization of the health sciences in the School of Nursing becoming more autonomous in 1970; and relations between the health science units and their faculty after the reorganization. She talks about the practical nursing program; changes in the graduate nursing curriculum and the development of doctoral program; funding; issues of gender; the women’s health movement; the development of the nurse midwifery program; the public health nursing program; the relationship between the University Hospital and the School of Nursing; the Minnesota Nursing Association, the American Nursing Association, and the National League of Nursing; and nurse practitioners. She remembers Katherine Densford, Edna Fritz, Isabel Harris, Irene Ramey, and Lyle French.Item Interview with Barbara Leonard(University of Minnesota, 2011-10-20) Tobbell, Dominique A.; Leonard, BarbaraDr. Barbara Leonard begins her interview by discussing her education and her interest in public health nursing. In particular, she describes her early experiences with vaccination and her clinical rotations in college. She then reflects on her work toward a master’s degree in public health at the University of Minnesota, including her coursework, mentors, the creation of the Public Health Nurse Practitioner Program, and the changes to and restructuring of nursing programs in the School of Public Health. She also discusses the following: the impact of the Rajender Consent Decree, relations between the School of Public Health and the School of Nursing; curriculum reform within the School of Nursing; the positioning of nursing programs within the School of Public Health; the favorable economic position of the health sciences in the 1960s and 1970s; and knowledge and skills-based competition among healthcare professionals. The interview then turns toward the following topics: Lee Stauffer as dean of the School of Public Health; transitions in the scope of public health regarding prevention and healthcare delivery; relations among divisions within the School of Public Health; the leadership of Alma Sparrow; her pursuit of a Ph.D. in Healthcare Administration; and her interests in maternal and child health and particularly children with chronic disease.Item Interview with Dianne Bartels(University of Minnesota, 2013-06-21) Tobbell, Dominique A.; Bartels, DianneDr. Dianne Bartels begins her interview by describing her interest in healthcare and her experiences in nursing school and as a nurse at University of Minnesota Hospital. In relation to her work as a nurse at University Hospital, she reviews medical technologies, relations among different members of the staff, Florence Julian and Marie Manthey’s leadership, the development of primary nursing, and the relations between nursing staff at the Hospital and the School of Nursing. Dr. Bartels then discusses all of the following topics in relation to her career in nursing: her time at Mary Crest College in Davenport, IA and the University of Washington; her return to Minnesota as associate director at Methodist Hospital in St. Louis Park; concerns about nursing shortages; her experiences as associate director at University of Minnesota Hospital; the push for a doctoral program in the School of Nursing; the emergence of Diagnosis-Related Groups; issues around nursing unions; the emergence of HIV-AIDS; abortion services at University Hospital; and the effects of budget constraints on the creation of new programs. In relation to her work at the Center for Bioethics (the Center for Biomedical Ethics at its inception in 1985), Dr. Bartels covers the following topics: the creation and funding of the Center; Dr. Paul Quie’s leadership; the responsibilities and functions of the Center; the placement of the Center in the AHC rather than the Medical School; major bioethical issues the Center faced; her own leadership within the Center; Art Caplan as director of the Center; Jeffrey Kahn as director of the Center; her doctoral research; and ethical issues in genetics and genetic counseling. She concludes with a reflection on the expansion of the Center for Bioethics.Item Interview with Eugenia Taylor(University of Minnesota, 2010-05-27) Tobbell, Dominique A.; Taylor, EugeniaEugenia Taylor begins by discussing her background, including growing up in Montana, her education, her early nursing career, and why she became a nurse. She discusses her experiences as a diploma student, as a baccalaureate student at the UMN, getting her MA in education, and as faculty member at the UMN. She talks about the UMN School of Nursing faculty and deans, including Katherine J. Densford, Edna Fritz, and Isabel Harris. She discusses the practical nursing program and its position within the School of Nursing; the rural nursing program; licensed practical nurses (LPNs) versus registered nurses (RNs); nursing education; the Child Bearing-Child Rearing program; Building F; the Shyamala Rajender decree, sex discrimination, and women at the UMN; the Disaster Nursing Program in the 1950s/1960s; the School of Nursing and the reorganization of the health sciences in the late 1960s; the nurse midwifery program; the nursing Ph.D. program; the Area Health Education Commission; and the School of Nursing’s regional work. She describes changes in nursing education curriculum in the 1960s; the creation of a School of Nursing dean and the appointment of Isabel Harris as the School’s first dean; nursing education in the Twin Cities; nursing licensing; nursing aids; physicians assistants; nurse practitioners; relations in the School of Nursing between faculty with Ph.D.s and those without; and nursing research laboratories.Item Interview with Eva Kloempken(University of Minnesota, 2010-11-01) Tobbell, Dominique A.; Kloempken, EvaEva Kloempken discusses some of her experiences as a student at the UMN, including descriptions of some of the faculty and her anatomy class. She describes some of her experiences as a nurse, including relations between nurses and doctors, living in dorms at the Northern Pacific Beneficial Association Hospital, some technologies she used, and nursing uniforms. She also discusses why she became a nurse and the changes in nursing that took place during her career.Item Interview with Florence Marks(University of Minnesota, 2010-04-13) Tobbell, Dominique A.; Marks, FlorenceFlorence Marks begins by describing her background, including her education and why she went into nursing. She describes traveling to Denmark to temporarily work as a nurse; her experiences as a staff nurse and then assistant head nurse at the University Hospital; getting her master’s in nursing administration; working as nursing supervisor at Variety Club Hospital; her experiences as an instructor in the School of Nursing; and some of the other work she did after she had children. She discusses in detail her experiences as a nursing student at the University of Minnesota, including the School of Nursing curriculum when she was a student, clinical instruction and her experiences worked at different affiliated hospitals, her rural nursing experience, and living in Powell Hall. She describes working as a woman chemist in the early 1950s; the perceived and real differences between RNs, LPNs, and nursing assistants; the technologies she worked with; curriculum changes in the School of Nursing; and the different ways women physicians were treated from the 1950s through the 1970s. She discusses the different relationship between nurses and physicians in private hospital settings and teaching hospitals; minority nursing students; nursing shortages; nursing students failing the state boards in the 1960s; the reorganization of the health sciences in 1970 and the impact on the School of Nursing. She compares her experiences as a nurse in Denmark and at the University Hospital. She talks about Katherine Densford, Florence Brennan, Ray Amberg, and Edna Fritz.Item Interview with Frank Cerra(University of Minnesota, 2014-07-31) Cerra, Frank B.; Tobbell, DominiqueDr. Frank Cerra begins part one of his interview by describing his undergraduate education at SUNY Binghamton, his medical education at Northwestern University Medical School, and his residency at SUNY Buffalo. He then describes his recruitment to the University of Minnesota, his early goals, and his growing administrative roles. He describes the leadership implications of investigations into Antilymphocyte Globulin (ALG) on the Medical School and the merging of University Hospital with Fairview Health Services. He then discusses the following topics: his interest in surgery; the culture of the University of Minnesota’s Department of Surgery; his work with the pharmaceutical industry and the College of Pharmacy; his work developing a critical care program at the University; and his relationships with the hospital directors, hospital nursing, and the School of Nursing. In part of two his interview, Dr. Cerra intersperses reflections on finances and relations among different levels of administration in the University, the AHC, and University Hospital. He also discusses the following topics: his relationship with Neal Gault; strategic and long-range planning; the goals of the AHC; the formation of University of Minnesota Physicians; the establishment of the Biomedical Ethics Center (later the Center for Bioethics) and the Masonic Cancer Center; the investigations into ALG and Dr. John Najarian; the establishment of the Center for Drug Design; William Brody as Provost of the AHC and issues surrounding faculty tenure; and the establishment of the Institute for Health Informatics. In part three of his interview, Dr. Cerra expands on the decision to merge University Hospital with Fairview Health Services, particularly focusing on logistics, culture, and reception. He also discusses failed attempts to create a unified children’s hospital in the Twin Cities. He then reflects on the following topics: the major challenges and achievements of his tenure as senior vice president; the merging of the positions of Senior Vice President of Health Sciences and Dean of the Medical School; the creation of the Clinical and Translational Science Institute and the Biomedical Discovery District; and the medical device industry in Minnesota. He concludes by describing the University of Minnesota and Mayo Clinic partnership in research.Item Interview with H. Mead Cavert(University of Minnesota, 2009-04-28) Tobbell, Dominique A.; Cavert, H. MeadH. Mead Cavert begins by describing his background, including his childhood, his education, and why he chose medicine as his profession. He describes his work in the Department of Physiology and his research in the early 1950s. He discusses entering medical administration and his work as Assistant Dean, Associate Dean and Executive Officer of the Medical School, and Associate Dean for Academic Affairs. He reflects on working with Maurice Visscher, Nathan Lifson, Jack Johnson, Neal Gault, Harold Diehl, Robert Howard, and Lyle French. He discusses the appointment of Robert Howard to replace Diehl as the Dean of the College of Medical Sciences, and the creation of the Vice President of the Health Sciences and the hiring of Lyle French. He discusses the faculty practice issue; the financing of medical education in the late 1950s and 1960s; the dean’s office relationship with the state legislature and its role in securing state funds; the revision of the Medical School curriculum in the 1960s and responses to the revision, including the Comprehensive Clinical Program and the Rural Physician Associate Program. He also discusses the development of the Academic Health Center; transfer students from the Universities of North and South Dakota in the late 1950s and 1960s; the attempt to establish a medical school in St. Paul; the establishment of the Medical Scientist Training Program, the history of the MD-Ph.D. program and Ph.D.s in clinical medicine at UMN; the relationship between the University of Minnesota and the Medical School and the Mayo Clinic; the issue of the status of residents as students or employees; team teaching in the health sciences; and the establishment of a program for minority students in the late 1960s. Cavert’s wife, June Cavert, sits through most of the interview, interjecting a few comments. At one point, she discusses the organizations for the wives of undergraduate medical students and residents, and the Caverts also discuss the contribution of spouses (generally wives) to the successful development of medical students and residents.Item Interview with Ida Martinson(University of Minnesota, 2010-07-07) Tobbell, Dominique A.; Martinson, IdaIda Martinson begins by discussing her background, including her education and why she became a nurse. She discusses working at St. Luke’s Hospital as a diploma student, working with Christian Family Service Center, studying tuberculosis nursing in Japan as part of the University of Minnesota Student Project for Amity among Nations, going to the University of Illinois for her Ph.D., working in the University of Minnesota School of Nursing as faculty, and going to the University of California, San Francisco. She describes relations between nurses and physicians; the medical technologies she interacted with at St. Luke’s Hospital; and having a joint faculty appointment in the Department of Physiology and in the School of Nursing at the University of Minnesota. Other topics discussed include relations between diploma and baccalaureate nurses; interactions between the School of Nursing and other health sciences schools at the University of Minnesota; interactions with insurance companies; her research in Asia; the building of Unit F; regional planning and nursing workforce in the 1970s; and the Midwest Nursing Research Group. Martinson describes her research, including her doctoral research, doing research in Taiwan, and the Home Care for the Dying Child Project. She discusses doing clinical work when she was a baccalaureate student; School of Nursing curriculum revisions; concern over the shortage of health care workers in the 1960s; the federal Nurse Scientist Program; the School of Nursing’s efforts to develop a nursing doctoral program during the 1970s and early 1980s; the reorganization of the health sciences in 1970; public health nursing; sabbaticals; working with the Human Subjects Research Committee; her work in China; nurse practitioners; the Nurse Midwifery Program; the Program for Human Sexuality and attending a Sexual Attitude Reassessment; efforts by the health sciences faculty to establish a health sciences bargaining unit; the development of the 4 Block Nurse Program; and a nursing exchange program with China. She talks about the faculty at the University of Minnesota while she was a student, Katherine Densford, and other School of Nursing deans.Item Interview with Isabel Harris, February 22, 1999(University of Minnesota, 1999-02-22) Harris, Isabel; Pflaum, Ann M.Item Interview with Karlind T. Moller(University of Minnesota, 2013-04-26) Klaffke, Lauren E.; Moller, Karlind T.Karlind Moller begins his interview with a reflection on his upbringing and early education. He then discusses how he came to the field of speech pathology and particularly, speech pathology in relation to the cleft palate, relating his experiences in the Cleft Palate Clinic and at the National Institute for Dental Research. He emphasizes the interdisciplinary nature of the Cleft Palate Clinic. He also discusses his experiences publishing with the University of Minnesota Press, his committee work, particularly his work on the Admissions Committee and Minority Student Committee, his work with out-of-state patients, the work of the Cleft Palate Clinic in consulting on treatment, and the completion of the building of the Dental School facilities in the 1970s. Dr. Moller then reflects on his cleft palate work in Guatemala, funding for the Cleft Palate Clinic, the relationship between the Dental School and the Department of Communication Disorders, the Cleft Palate Clinic team, and issues with the state legislature and speech pathologist licensing. He also discusses his teaching, work with dental hygienists, the culture of the Dental School, Dr. Erwin Schaeffer’s tenure as dean, the relationship of the Cleft Palate Clinic with other schools in the AHC, the tenures of Dr. Richard Oliver and Richard Elzay as deans, the threatened closure of the Dental School in 1988, retrenchment, work with the state legislature and the insurance industry over cleft palate correction, the vice presidents for the AHC in the 1990s, and the tenure of Dr. Michael Till as dean. He concludes by discussing additional figures of importance in the Dental School’s history.